CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education as in other field of human endeavour, every official action of

an organization must have a backing or a basis. It is the purpose that a policy
serves. A policy defines the area in which decisions are to be made, but it
does not make the decision. It usually provides a general guide that
facilitates decision making. Educational policy implementation provide the
direction for quality educational activities. (Okoroma, 2013).

The formulation of an educational policy sets the stage for

implementation which, according to Ukeje (2016) is perhaps the most
important aspect of planning. Planning is usually an action which succeeds
policy formation but precedes implantation.

In education as in other fields of human endeavour, every official

action of an organization must have a backing or a basis. It is this purpose
that a policy serves. A policy defines the area in which decisions are to be
made, but it does not make the decision. It usually provides a general guide
that facilitates decision-making. Educational policies provide the direction
for educational activities.

Education is a priority sector in every well-meaning society. Thus,

Burch (2006) referred to it as a major force in economic, intellectual, social
and cultural development. Its value in bringing about character and
attitudinal change ranks as important as its ability to reshape human
potentials for desired development. Nigeria‟s National Policy on Education
(1981), defined education based on the vocational-technical level, that
education is that aspect of learning that gives its recipients opportunity to

1
 acquire practical skills as well as some basic scientific knowledge. In the
same vein, Puding (2014) defined vocational-technical education as the type
of education which fits the individual to gainful employment in recognized
occupation as semi-skilled workers or technicians or sub-professionals.
According to the World Bank (1999), “successful development entails more
than investing in physical capital, or closing the gap in capital. It also entails
acquiring and using knowledge as well as closing the gaps in knowledge”.
Thus, to successfully confront the challenges of development, a developing
country must undertake three major tasks:

1. Acquired and adapt global knowledge and create knowledge locally.

2. Invest in human capital to increase the ability to absorb and use knowledge.
3. Invest in technologies to facilitate both acquisition and the absorption of
knowledge.

In a similar vein, Fafunwa (2019) defined education as “the aggregate

of all the processes by which a child or adult develops the abilities, attitudes
and other forms of behaviour which are of positive value to the society in
which he lives, that is to say, it is a process of disseminating knowledge
either to ensure social control or to guarantee national direction or both.
The first colonial policy on education was in 1925. This policy was
formulated for African and touched on primary, secondary and adult
education with some modifications in the policy in 1935, and 1945 built
upon the 1925 policy, modifying it with little additions here and there with
emphasis on adult education. The colonial education policy was centred on
the production of nationals who were required administration. Thus, our
educational institutions, few as they were then, remained factories for
producing clerks, interpreters, forest guards and sanitary inspectors as no
special professional nor entrepreneurial skill was envisaged in the

2
educational system (Akinyemi, 2017). The education sector is guided by the
National Policy on Education and several coordination mechanisms have
been put in place to ensure that the highest standards are maintained in
curriculum, infrastructure and manpower development. Successive
governments have tried to address the issue of educational development
through some educational–related programmes and policies.

Until 1976, the structure of Nigeria education system was six years of
primary school, for children of ages 6-11 years, 5-7 years post-primary
school (secondary and teachers training) and 4-6 years of tertiary education
(Colleges of Education, Polytechnics, Colleges of technology and University
education). The structure that emanated as from 1976 can be classified thus,
the pre-primary or kindergarten education, which lasts from 2 to 3 years for
the children of 2 to 3 years for the children of ages 3-5 years, the primary
school education which last for 6 years, the post-primary education which is
for 6 years but divided into two halves (namely of 3 years of junior
secondary school and 3 years of senior secondary school) and the tertiary
education level which comprises of the Colleges of Education, polytechnics
and university. The education for all policy dates back to the introduction of
universal education in 1950s in two of the then three regions of the country
and its introduction at the national level in 1976. Thus, by joining other
countries and agencies, Nigeria adopted in March, 1990 the World
Declaration on Education for All. Therefore, Nigeria was merely reaffirming
that which it believed, and had already taken steps towards achieving.

The National Policy on Education (1977, revised 1981, and 1998)

attested to Nigeria’s Commitment to Education for All, in particular, basic
education for all. The policy laid emphasis on universal, functional and
qualitative education. The guiding principles of education for all programme

3
 is the equipping of every citizen with such knowledge, skills, attitudes and
values as will enable him or her derive maximum benefits from his or her
membership of society, lead a fulfilling life and contribute his or her own
quota towards the development and welfare of the community.

For Nigeria therefore, Basic Education comprises both the range of

formal schooling as well as a wide variety of non-formal educational
activities offered to meet the learning needs of groups of people of all ages.
Therefore, basic education refers to early childhood and pre-primary
education, primary education, the first three years of secondary education
and basic and functional literacy for out of school children, youth and adults,
as well as nomadic education for school age children of nomads and migrant
fishermen

Policy implementation on quality secondary education is a

conspicuous national problem that has taken centuries stage in Nigeria
which have increased the illiteracy level of Nigerians and Kogi state is not an
exception. It is against the background that the researcher is undergoing this
study on the impact of educational policy implementation on quality
secondary education in Kogi State; so as to recommends on the causes of
implementations of policies.

1.2 Statement of the Problem

Over the years, the gap between educational policies and goal
attainment due to inadequate implementation of these polices has become a
greater concern to the nation has resulted to great numbers of illiterates that
are emanating from the society.

Education helps to develop man who in turn develops the natural

resources around him. Nigeria is blessed with natural wealth such as

4
 petroleum, iron ore, coal, lime stone and human resources, etc but the
country is not yet developed because of the low level or lack of education
among an overwhelming majority of the national population.

Some educators from Africa were invited to participate and they

contributed significantly to the discussion. As a conclusion to the discussion,
it was agreed that in the face of demographic and financial constraints and
observed inefficiencies in the system of education, the external agencies in
co-operation with the countries concerned should initiate local repairs to the
existing educational practice. Nigeria in her attempts to transform the
education sector has formulated several education policies. Billions of Naira
voted to transform the education sector and various policies have shown no
little improvement. Instead, there is stagnation and depredations with
despise illiteracy and ignorance.

The educational achievement is not in line with the educational policy

in Kogi State and there are a lot of constraints which have not been tackled,
thereby leading to high illiteracy level in the state and lack the capacity to
identify the good educational policy strategies for implementation of quality
secondary education.

Poor implementation of good policies also affects the nation’s

educational policies. All the above mention problems if not solve will
hamper Kogi State and the nation at large achievement in terms of
educational policy for the purpose of eradicating illiteracy in the country.

1.3 Purpose of the Study

The main objective of this study is to examine the impact of education

policy implementation on quality secondary education in Kogi State.

Other specific objectives are:

5
 i. To identified whether the educational achievements are in line with
educational policies in Kogi state.
ii. To identify the factors that has made the educational implementation policy
on quality secondary education difficult in Kogi State.
iii. To examine the strategies needed to ensure better policies for
implementation of quality secondary education in Kogi state.
iv. To examine the implications of poor implementation of quality secondary
education for national development.
v. To offer recommendation to the identified problems during process of this
research work.

1.4 Significance of the Study

This study will be significance in the following ways:

To the government, it will enable it to formulate policies which are in line

with the implementation of quality secondary education in Kogi State, and
thereby improving the socio economic development of the nation.

To the society, the study will be significance to the because, it will enhance
the status of woman reduce the population rate, enhances environmental
protection and generally raises the standard of living of the society and
equally it will be significance to the students in embarking on further
research studies on the subject matter.

1.5 Research Questions

In the course of this study the following research questions are hereby
formulated to probe into some salient areas of this research work.

i. How is the educational achievements in line with educational policies in

Kogi state?.

6
 ii. What factors or constraints have made the implementation of quality
secondary educational policy difficult in Kogi State?
iii. What is the implication of poor implementation of quality secondary
education in Kogi state and also for national development?
iv. What strategies can be adopted to ensure better policy?

1.6 Scope and Limitations of the Study

This work is restricted to the Impact of Educational Policy

Implementation on Quality Secondary Education in Kogi State with the case
study of Kogi State Ministry of Education, Lokoja in Kogi State. The scope
equally covers the theoretical frame work of the concepts educational policy;
various educational policies in Nigeria, causes of illiteracy, the need for its
eradication various government educational and the possible solution to the
problems

Limitations

The study was limited by non-availability of materials with their

reference couples with the reluctant attitude of the respondent and the
worker of the ministries officials to reveal certain information that would
have hastened p this considerably.

Another constraints face by the researcher was financial and time

constraints face by the researcher. Hence the researcher could have covers
all the educational institution in Nigeria.

1.7 Definition of Terms

In other to make this research more meaningful and understandable,

the following terms have been defined either by dictionary or an author.

7
a) Impact: To have effect on something or events and situations.
b) Education: This is the process of receiving or giving systematic
instruction, especially at school or universities. It is a means of acquiring
knowledge.
c) Policy: This is a set of ideas or plans that is used as a basis for making
decisions. Policy also is an overall guide that gives the general limit and
direction in which administrative action will take place
d) Implementation. This is the process of putting a decisions or plan into
action execution.
e) Literacy: This is a condition whereby one can successfully function of a
certain level of the society
f) Illiteracy: This is a condition whereby one cannot successfully function
at certain level of the society
g) Planning: Is the process of thinking about and organizing the activities
required to achieve a desired goal. It involves the creation and
maintenance of goal.
h) Eradication: This is the act of getting rid of something completely or
destroying something bad.
i) Programmes: This refers to the planned service of future events or
performances
j) Concept: This refers to a general notion or idea; conception about certain
thing or events.

8
 CHAPTER TWO

LITERATURE REVIEW

2.1 Secondary and National Development

The focus of this paper is to look at the contribution of Secondary

education and National Development. Prominent among the points to

be considered here is that education supplies the needed manpower for

national development. Afolabi and Loto (2012) support this argument

by stating that a developed or educated polity is the one that has

enough manpower and each person occupies his or her rightful

position to enhance the growth of the society. To support this, Ajayi and

Afolabi (2009) have also remarked that education is largely perceived

in Nigeria as an indispensable tool which will not only assist in meeting

the nation’s social, political, moral, cultural and economic aspirations

but will also inculcate in the individual knowledge, skills, dexterity,

character and desirable values that will foster national development

and self-actualization. From the definition of education given above, it

is clear that education trains an individual to be useful in the society

and to meet up the need of the society for national development.

9
 Therefore, it should be clear that without education, a nation

cannot get the needed manpower for material advancement and

enlightenment of the citizenry. The trained engineers, teachers, medical

doctors, inter alia are all the products of education. This explains why it

is argued also that the quality of a nation’s education determines the

level of its national development.

In addition, education promotes social and group relationships

(Armstrong, D.G. et al 2011). In this regard, Obasanjo (2012) states that

education trains individuals to relate to and interact meaningfully with

others in the society and to appreciate the importance of effective

organization for human progress. Here, the school system within the

educational system fosters this development. The school brings people

of different cultural backgrounds together for a common purpose. This

promotes mutual co-existence among the different students. Learners

who strongly identify with their school are thought to have a more

positive attitude towards teachers, other learners and the entire

educational enterprise (Armstrong, D.G. et al 2011).

Again, in the school system, there are official clubs and

organizations in existence. Learners who participate in these

10
organizations and clubs gain experience in working with others outside

the individual organizations and to some extent in working and

competing with outside groups with minimum friction and this goes a

long way to promote national unity and peaceful co-existence which

will lead to national development. Sometimes, organizations not

formally sponsored by the school in some cases make arrangements to

use school facilities when classes are not in session. Learners derive

benefits from their association with these groups in the same way they

profit from participation in school sponsored organizations. By doing

this, education provides a setting within which different learners’

organizations flourish and a context for helping young people learn

appropriate patterns of interpersonal relations. Through this, it

provides a forum for the development of many kinds of acceptable

person-to-person behaviour patterns as the school classes include a

variety of individuals. In these classes, learners meet people from

different social, ethnic and cultural backgrounds from their own. Here,

male-female relationships begin to develop as young people mature. It

is obvious education through the system inculcates much to learners

beyond the prescribed academic curriculum and also encourages the

11
development of social behaviours that will be useful to them as

adulthood.

Education also promotes the culture of productivity by enabling

individuals to discover the creative potentials in them and apply same

the improvement of the existing skill and technique of performing

specific tasks, thereby increasing the efficiency of their personal

societal efforts (Obasanjo 2012). Education teaches or trains people to

be useful to themselves and the society they live. By this, they have to

be productive and discover their creative abilities and use this to

perform specific tasks to attain self-actualization.

Education also develops in individuals those values which make

for good citizenship, such as honesty, selflessness, tolerance,

dedication, hard-work and personal integrity, all of which provide the

rich soil from which good leadership potential is groomed. As already

noted, education trains an individual to be responsible in the society.

From this, it is clear that education gives moral training. Consequently,

if the Boko Haram Islamic sect had received quality and sound

education, they would have abstained from violence and it follows that

if our elected representatives in the Rivers State House of Assembly

12
had been well trained educationally, there wouldn’t have been ugly

incident as that of July, 9, 2013 in Rivers State. This, therefore, shows

that Nigerian leaders are morally bankrupt and have nothing to offer in

terms of national development from their leadership style. This

therefore demonstrates that education has not fully impacted positively

on Nigerian leaders.

From the above, it is clear that secondary education has a critical

function in national development. But in the Nigerian, context,

education has not fully played its roles in the regard. This is as a result

of certain inherent problems in the Nigerian education system.

First among these problems is inadequate funding. Education is

no doubt, directly linked with the processes of nation building and

development. Education in Nigeria has not been properly funded and

this leads to poor infrastructure developed in the universities,

secondary and primary schools. This poor infrastructure makes the

environment very hostile. This explains why highly placed Nigerians

like senators and state legislators are cruel to each other to the point of

fighting in their legislative houses.

13
2.2 National Policies on Education

A nation's policy on education is government's way of realizing

imagined disabilities each according to his or her ability; that part of

the national goals which can be achieved using education as a tool. No

policy on education, however, can be there is need for functional

education for the promotion of formulated without first identifying the

overall philosophy and a progressive, united Nigeria; to this end, school

goals of the nation.

Overview of National Policy on Education in Nigeria

The history of national policy on education in Nigeria would help

us to view by way of comparison the standard and quality of education

in Nigeria since colonial period to date.

Educational Policy from 1944 to Independence in 1960

The phase of world-wide depression, which began during the

second world war from the political perspective ignited the clamour by

Nigerian nationalists’ movement for self government and educational

relevance which gained momentum in 1944. Thus from 1944 to

independence in 1960 was a period of self-determination and

14
educational expansion in Nigeria. This development formed the basis

for the promulgation of the 1948 Education Ordinance, which

decentralized educational administration in the country. The Colonial

government additionally reviewed its ten years educational plan for

Nigeria, and appointed a Director of Education as well as mapped out a

clear cut procedure for assessing grants-in-aid by mission schools

(Fagbunmi, 2005).

At the time the educational system in the southern part of Nigeria

comprised a four year junior primary education, which was followed by

a four year senior primary education and a six year secondary

education, while in the more established secondary schools, the School

Certificate examination was taken in Class 5 (Taiwo, 1980). In the

northern part of Nigeria, on the other hand, the school system

comprised of four years of junior primary schooling, three-year middle

school and secondary classes 1 to 6 and in some places, middle school

classes 1 to 6. The educational system was not uniform throughout the

country. These differences notwithstanding, the 1948 Educational

Ordinance was a mile stone in British colonial educational policy in

15
Nigeria, because it was the first educational legislation that covered the

whole country (Fafunwa, 2004).

The creation of three regions (Eastern, Western and Northern) in

the country, led to the promulgation of the 1952 Education Ordinance

which empowered each of the regions to develop its educational

policies and systems abolished. On the socio-cultural level, the clamour

by Nigerians for self government resulted in two constitutional

conferences which brought together Nigerian political leaders and the

British colonial government between 1951 and 1954. The deliberations

of the conferences resulted in the drafting of a new Federal

Constitution in 1954 (Dike, 1980). By this constitution, Nigeria became

a Federation of three regions (i.e. the Eastern, Western and Northern

regions) and the Federal Capital of Lagos. The constitution gave each

region the power of making laws for its territory and citizens as well as

its own educational policies.

The outcome was the promulgation of the Education Law of 1955

in the Western Region, the Education Laws of 1956 in the Eastern and

Northern Regions and the Lagos Education Ordinance in 1957 (Taiwo,

1980, Fabunmi, 2005). However, the Regional Education Laws and Acts

16
derived from a common source, ‘the Education of Act 1944, of Wales

and England’ (Taiwo, 1980, p.121). There were some variations in the

definition of components of the educational systems in the regions.

Nevertheless, they had common administrative features and statutory

system of education which comprised three stages: primary, post

primary and further education. The duration of primary education

varied from region to region; however, the secondary components

were similar (Sasnett & Sepmeyer, 1967, p. 463). The variants of

secondary schools included the middle school/secondary modern

school, the grammar school, the technical college and the sixth form of

the secondary school Technical education was offered throughout the

regions through the Departments of the Federal government and

regional Ministries of Education (Odukoya, 2009). It must be noted that

the Regional Laws and the Federal Education Act were an advance of

the Nigerian Educational Act 1952, adopted to suit the prevailing local

regional conditions (Taiwo, 1980).

The 1954 Constitution of colonial Nigeria, emphasized the policy

of decentralization. Thus, an initial experiment to give Universal

Primary Education was started in the Western region in 1955 and the

17
Eastern region of Nigeria followed suit in 1957 respectively (Fafunwa,

2004). Considerable efforts were made to develop and expand

educational facilities in the North (Ozigi & Ocho, 1981). On the other

hand in the northern parts even though pupils did not pay fees in the

government schools, the colonial government had to encourage people

to send their children to the schools. There was general apathy towards

western education by the people who mostly preferred to send their

children to the Qur’anic school and viewed western education with

suspicion. This problem was a fall out of the colonial governments

policy restricting the activities of the missionaries in the area thereby,

curtailing the spread of Christianity and western education in the

predominately Muslim Northern protectorate (Fagbumi, 2005). The

free enterprise which characterised missionary work in the Southern

protectorate was not permitted in the North leading to a widened

educational gap between the northern and the southern parts of

Nigeria. (Ogunsola, 1982). Also when grants in aid were given to

missions and voluntary agencies’ schools, the Qur’anic schools were

excluded because of their peculiar curriculum (Imam, 2003).

18
 In 1959, the Federal Government set up the Sir Eric Ashby

Commission to identify the future high-level manpower needs of the

country for the next twenty years. The setting up of this Commission

was a landmark in the history of Nigerian educational system as it

examined higher educational structure in terms of the needs of the

country and was the first official comprehensive review of higher

education in the country. The Ashby Report also prescribed that

education was indeed the tool for achieving national economic

expansion and the social emancipation of the individual (Aliu, 1997). It

also, gave Nigerians opportunity for participation in the deliberations

that culminated in the report. However, the policy of decentralization

remained in force until Independence in 1960, with an unbalanced

Federation made up of a Northern region which was bigger than the

Western and Eastern regions. The Federation provided the institutional

basis for political development. Invariably, the regional governments

degenerated into political constituencies, with mutual distrust and

suspicion that plagued the first republic at independence. Ethnicity and

religious differences gained a stronger foothold than that of national

identity. This is despite the fact that national stability and strength

depend on effective integration of plural traditions (Tikly, 2001, p.

19
 151). Reviewing the educational policy under colonialism, the period

1944 to independence in 1960 it was a time when

 The role of state and that of Missionaries in the governance of

education was defined;

 The school system was geared towards producing the desired

manpower for the civil service, thus the recipients of western education

ultimately became misfits in their own local rural setup and were

suited for blue collar or white collar jobs in the cities;

 Integration of the plural traditions were not addressed by the policy

and sowed the seeds of mistrust, hatred and suspicion amongst the

various peoples from the different parts of the country and religious

intolerance was born;

 Introduction of universal primary education in the 1950s in western

and eastern regions of the country further widened the existing

education gap between the north and southern parts of the country;

and

 The western, Qur’anic and traditional education thrived as parallel

modes with Qur’anic education being the preferred mode in the largely

Muslim north amongst the rural communities.

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The National Educational Policy from 1960 to1977

In Nigeria, educational policy at independence was most concerned

with using schools to develop manpower for economic development

and Africanization of the civil service (Woolman, 2001). The legacies of

colonialism underline the many problems of nation building facing the

Federal Republic of Nigeria since independence in 1960. This has led to

a shaky democratic foundation which resulted in the first military coup

in 1966 and three counter coups during the period in focus. Further,

the educational policy was narrow in scope and did not meet the hopes

and aspirations of Nigerians. Criticisms of the educational policy

include irrelevant curricula, obsolete methods, high drop-out and

repetition rates, and the fact that many graduates were dependent, and

low on initiative (Rwomire, 1998). Similarly, Uchendu (1979) identified

problems that included inequality of access, rural-urban disparities, the

educational gap between ethnic groups and differences in the

curriculum of mission and non-mission based education.

In 1969 the National Curriculum Conference was convened which

reviewed the educational system and its goals, and identified new

national goals for Nigeria which would determine the future and

21
direction of education in the country (Nigerian Educational Research

Council, 1972). The conference was the first national attempt to change

the colonial orientation of the Nigerian educational system and

promote national consciousness and self-reliance through the

education process. Education as a social service and investment in

manpower was given top priority by the government (Taiwo, 1980). In

order to consolidate on the gains of the curriculum conference, in 1973,

the Federal Government of Nigeria (Federal Republic of Nigeria, 1973)

instituted a Seminar of distinguished experts to deliberate on a truly

Nigerian national educational policy. This body also included a wide

range of interests including the representatives of Muslim and Christian

organizations in Nigeria. The report of the outcomes of the Seminar,

which after due consideration by the States of the Federation and other

interest groups was presented as the draft National Policy on

Education.

Furthermore, the period was marked by Federal Government

takeover of mission schools as education was regarded as a huge

government venture and no longer a private enterprise. By 1976, when

the states of the Federation were increased to nineteen, each state

22
promulgated an edict for the regulation of education, and its provision

and management. Each state also amended the Federal education law

when necessary, which resulted in all the states’ edicts having common

features, such as state take-over of schools from individuals and

voluntary agencies, using similar curriculum and the establishment of

school management boards as well as a unified teaching service

(Fagbunmi, 2005).

In 1976, due to a substantially improved revenue position

brought about by the oil boom, the Federal Government of Nigeria,

embarked on the very ambitious Universal Free Primary Education

(UPE) programme and expanded access into tertiary education and

increased the number of unity schools in the country. The UPE was

geared towards giving all children between age six to twelve years of

age, free primary education, which was to bridge the educational gap

and reduce the rising levels of illiteracy in the country. The programme

which took off with much promise, failed to achieve its goals of

eradicating illiteracy largely due to inadequate planning, which is a

consequence of lack of adequate data. When the schools were opened

to register the pupils, instead of the 2.3 million children expected, 3

23
million children arrived to be registered (Fafunwa, 2004). This resulted

in an under-estimation in the provision of classrooms. In addition,

there was dearth of qualified teachers with the majority of the teachers

recruited being trainees who underwent a one year crash programme

in the pivotal teachers’ colleges set up by the government of the time.

The most significant changes of the period was the takeover of

schools from the missionaries by the government resulting in a unified

educational system based on the 7-5-2-3 educational policy: 7 years of

primary education, 5 years of secondary school, 2 years Higher School

Certificate Levels, and 3 years of university education. This was in the

stead of the 8-5-2-3 educational policy: 8 years of primary education, 5

years of secondary school, 2 years Higher School Certificate Levels, and

3 years of university education. At terminal stages, candidates sat for

external examinations and were certificated based on their

performances. In addition, the large-scale government financing of

education included tuition free university education and the setting of

the stage for a national policy on education that was relevant and

suited to the needs of the people.

24
 Viewing the educational policy in Nigeria during the first 13 years

of independence, the following are pertinent:

 The influence of political change on the educational policy;

 The roles of the Federal and states government in the regulation and

control of education;

 The promotion of education to the level of a huge government

enterprise by expanding education access to raise enrolments and

presumably bridge the educational gap;

 The absence of consultation with local communities on children’s

education that was more suited to their peculiar circumstances

resulting in the continued coexistence of two parallel education modes

in the predominantly Muslim north; and

 The overall policy approach of government which was geared towards

the development of an educational policy blueprint that took into

cognizance the hopes and aspirations of Nigerians.

This last factor culminated in the 1977 National Policy on Education

which was Nigeria’s first indigenous educational policy.

The National Policy on Education since 1977

25
 The 1977 National Policy on Education was geared towards

addressing the problems of educational relevance to the needs and

aspirations of Nigerians as well as promoting Nigeria’s unity and laying

the foundation for national integration. Also, due to the high level of

underdevelopment, the policy aimed at realizing a self-reliant and self-

sufficient nation to meet the country’s developmental needs. In order to

achieve the objectives, the policy made education in Nigeria the Federal

Government’s responsibility in terms of centralized control and funding

of education. Such centralization was a departure from the colonial

education policy of financing of education based on cost sharing

between the proprietary bodies, local community, parents/guardians

and the government (Ibadin, 2004). Taiwo (1980, p. 194) has made

reference to the ambitious nature of the National Policy on Education

which was conceived during a period when Nigeria’s national economy

was at its zenith, but born in a period of economic decline. The policy

introduced the 6-3-3-4 educational system modelled after the American

system of 6 years of primary education, 3 years of junior secondary

school, 3 years of senior secondary school, and 4 years of university

education (Nwagwu, 2007). Although primary education was free, it

was not compulsory and the policy sought to make universal free

26
primary education (UPE) compulsory for all children as soon as it is

practicable.

In 1979, a new Constitution (Federal Republic of Nigeria, 1979)

ushered in Nigeria’s second attempt at democratic governance, the

legal basis of education was provided and education was placed on the

concurrent legislative list. The Constitution shared the responsibility

for education amongst the three tiers of government: Federal, State and

Local Governments; while it gave the Federal Government more

powers than the states in the areas of post primary, professional,

technological and placed university education under its control. In

addition, it vested the Federal Government with the control of primary

and post primary, and non-formal education within the States. Primary

education was to be a joint venture between the states and local

governments, with the local governments responsible for teachers’

salaries. This provision for education in the 1979 Constitution,

culminated in the first revised National Policy on Education and the

2nd edition (Federal Government of Nigeria, 1981). In the revised

educational policy of 1981, it was yet again proposed that the

government would make the UPE compulsory as soon as possible.

27
 The UPE policy which eliminated school fees in 1976 aimed to

have a comparatively limited impact on primary school enrolments in

the educationally developed states, while having large effects in the

educationally less developed states. However, while primary school

enrolment levels increased in both groups of states, schooling

increased faster in the less developed states but this trend was not

commensurate with the population figures. In the north of the country,

the Qur’anic school system with its attendant problems of itinerant

pupils continued to thrive and run parallel with the national

educational system because even though the UPE made primary

education free and universal, no attempt was made to make it

compulsory for all children (Imam, 2003). On the other hand, in the

states of the south, where there was already in place a policy of

universal primary education since the1950s, pupils’ enrolment in

school was the norm and so classroom construction at the primary-

school and teacher-training levels was less prevalent in these states

(Osili, 2005).

However, the UPE ended in September 1981. The reason was that

the federal government in the revised policy shed the responsibility it

28
undertook in the 1977 policy to finance primary education by

transferring it to the states and local governments. Nwagwu (2011)

reported a crisis of educational funding brought about by the oil glut in

the world market in the early 1980s which led to a sudden decline in

Nigeria’s revenue from petroleum products that had accounted for

approximately 80% of its income from exports. The result was unpaid

teacher salaries, degradation of education facilities at all levels and

strikes in universities and schools resulting in declining literacy rates in

the country (Odukoya, 2009). Thus with reduced funding for primary

education, and school fees reintroduction in the 1980s, primary

enrolments fell or stagnated in some states (Osili, 2005). Also, instead

of the automatic promotion policy of the UPE, a combined method of

evaluation of pupils/students’ performance and certification through

continuous assessments and examinations was introduced.

However, this did not stop the emphasis on certification instead

of skills acquisition. There was also, recognition of the importance of

language as a means of preserving the culture of the people and for

forging national unity. Consequently, the 1981 revised policy

prescribed that each child be encouraged to learn one of the three

29
major languages in the country; Hausa Ibo and Yoruba, other than the

mother tongue (Federal Republic of Nigeria, 1981).

The National Policy on Education was again revised in 1998 and

2004 to make it relevant to the development needs of the country.

Woolman (2001) opined that there is observable relationship between

education and national development in Africa, as education continues

to be a question of critical concern in many of the countries just like it is

in Nigeria. Since education is an agent of cultural transmission as well

as change; the constant revision of the National Policy on Education in

Nigeria readily finds support in Woolman (2001’s) prescription that

education should also reflect the dynamic process of nation building

that is continually being modified by new conditions.

The revised National Policy on Education (Federal Republic of

Nigeria (1998)) prescribed a Universal Basic Education (UBE)

programme, which is compulsory for all children in the country, given

in the form of nine years continued education in the form of six years

primary education and three years junior secondary schooling.

Consequently in 1999, the Federal Government of Nigeria, flagged the

UBE programme as a means of achieving equal educational

30
opportunities and eradicating illiteracy. However, even though policy

prescribed a compulsory UBE, it was not enforced. The Federal

Government had adopted the National Policy on Education as ‘an

instrument par excellence for affecting national development’(Federal

Republic of Nigeria, 1998).

Thus, in the 3rd edition of the policy, the minimum standard for

entry into the teaching profession was raised from Teacher Grade II

Certificate to the National Certificate of Education (NCE). This

qualification is obtained after three years of senior secondary schooling

and a Senior Secondary School Certificate Examination. The sources of

Government’s financing of education were diversified to include

sources such as the Education Tax Fund amongst others. The

Government hoped to use education as a tool for promoting national

unity and for the total development of the individual as well as

equipping the individual with knowledge and skills for adaptation into

the larger society (Fafunwa, 2004). It was also the intention that the

far-reaching provisions of the policy would transform all aspects of

national life over time. Thus, various programmes like the Nomadic

education for the education of the migrant ethnic groups such as the

31
 nomadic cattle rearing Fulani and Ijaw fishermen were introduced

(Federal Republic of Nigeria, 1998; Umar and Tahir, 2000).

Furthermore, the policy reiterated the government’s stance in

provision of secular education but with opportunities for religious

instruction according to the faith of pupils’ parents. However, the issue

of giving basic education to children who are itinerant pupils attending

local Qur’anic schools was not directly addressed by the government.

This form of education continued to thrive in the north because of its

sensitivity to local customs and religion (Imam, 2001).

2.3 National Policies on Education: Nature and Purpose

Early Childhood pre-Primary Education

Early childhood Pre-primary education as referred to in this

document is the education given in an educational institution to

children prior to their entering the primary school. It includes the

creche, the nursery and the kindergarten.

The responsibilities· of government for pre-primary education

shall be to promote the training of qualified pre-primary school

32
 teachers in adequate number, contribute to the development of suitable

curriculum, supervise and control the quality of such institutions, and

establish pre-primary sections in existing public schools.

The purpose of pre-primary education shall be to:

a) Effect a smooth transition from the home to the school

b) Prepare the child for the primary level o(education;

c) Provide adequate care and supervision for the children while their

parents are at work (on the farms, in the markets, offices, etc);

d) Inculcate social norms;

e) Inculcate in the child the spirit of enquiry and creativity through the

exploration of nature, the environment, art, music and playing with

toys, etc;

f) Develop a sense of co-operation and team-spirit;

g) Learn good habits, especially good health habits; and teach the

rudiments of numbers, letters, colours, shapes, forms, etc, through play.

Government shall:

33
 Establish pre-primary sections in existing public schools and

encourage both community/private efforts in the provision of pre-

primary education.

a) Make provision in teacher education programmes for specialization in

early childhood education.

b) Ensure that the medium of instruction is principally the mother-tongue

or the language of the immediate community; and to this end will:

i. Develop the orthography of many more Nigerian languages, and

ii. Produce textbooks in Nigerian languages;

(c) Ensure that the main method of teaching at this level shall be through

play and that the curriculum of teacher education is oriented to achieve

this; regulate and control the operation of pm-primary education. To

this end the teacher-pupil ratio shall be 1:25

(d) Set and monitor minimum standard for early childcare centres in the

country; and

(e) Ensure full participation of government, communities and teachers

associations in the running and maintenance of Early childhood

education facilities

34
2.4 Educational Policies and Secondary Education

Globally, education is high priority on the agenda of all

governments, who are constantly under pressure to analyze the

outcomes of education policy and its implications for management in

education. More and more educational planners have apprehended the

fact that most limitations and prospects they face are mostly the

consequence of the decisions made by policymakers. Consequently,

planners are giving greater attention to policymaking issues; however,

simultaneously, policymaking is evolving into a complex and reform-

based process. Nowadays, educational planners are more concerned

whether their policies are capable of solving prevailing problems. Their

concerns also extend to policy implementation, that is whether the

prevailing conditions are suitable for actualization of their policies.

For a further understanding of these aspects, this paper presents

an insight into policymaking and its implementation. This paper

explores the role of Nigerian National Policy of Education and its

importance for secondary education.

Ball (2015) defines policy as a set of interrelated decisions taken

by a political actor or group of actors concerning the selection of goals

35
 and the means of achieving them within a specified situation where

those decisions should, in principle, be within the power of those

actors. A policy regulates the functioning of government and related

private institutions, especially in areas catering to services intended to

solve a given problem (Mansfield & Thachik, 2016).

Combining the features of all definitions put forth, this study

defines policy as the proposed goals and courses of action

that government and other stakeholders intend to implement in

respect of a given problem or situation confronting it.

Furthermore, policies are considered as the direction, the guide

and the way for accomplishing specific goals or objectives.

According to Collins English Dictionary (2014), analysis is defined

as the following:

The division of a physical or abstract whole into its constituent

parts to examine or determine their relationship or value.

i. The separating of any material or abstract entity into its constituent

elements.

36
ii. The process of studying the nature of something or of determining its

essential features and their relations.

Analysis evaluates whether the aim of the objectives were fulfilled.

On analyzing educational policies can help to comprehend the effect

and actualization of educational goals. Sabatier (2005) defined analysis

as a process of looking at the different parts or components of an object

with a view to determining the status, nature, prospects and problems.

Analysis incorporates assemblage and information scrutiny.

On the basis of the aforementioned definitions, analysis is

considered the process of breaking a complex topic, issue or substance

into simpler issues for better comprehension. It is mandatory that each

part be examined and understood its purpose; in addition, the linkage

between each aspect must be evaluated. The type of analysis is based

on the area of interest and its purpose. However, analysis requires

action. For instance, information collected regarding educational

programmes is not simply for philosophical reflection but to ensure

that its drawbacks are eliminated thereafter. It is essential that analysis

be implemented with an objective, as it can serve as a benchmark for

refining all programmes including policy.

37
2.5 Implementation of Educational Policies on the Development of

Secondary Education

For about forty years now, Nigeria has been unable to successfully

implement the National Policy on Education [NPE]. The policy which

came into existence in 1977, after over four years of deliberations at

various levels, appeared to have solutions to virtually all core

educational problems (FME, 1977). However, there are apparent

serious problems in the area of implementation.

Some of them are highlighted below:

Nigeria’s philosophy of education In Section 1 Sub-Section 5, the

NPE states that the Nigeria's philosophy of education is based on the

development of the individual into a sound and effective citizen. The

policy further stressed the full integration of the individual into the

community, and the provision of equal access to educational

opportunities for all citizens of the country at the primary, secondary

and tertiary levels both inside and outside the formal school system.

With an estimated human population of 140,003,542, illiteracy is

still as high as 60%. No Nigerian Newspaper has a daily print run of

38
500,000 copies. There are thousands of educated but unemployed

Nigerian youths who cannot pay taxes. These people cannot be

described in the words of NPE as "effective citizens."

There are also few educated elites who have looted the treasury

so massively that they could hardly be described as "effective citizens.

Policy on language

In Section 1 Sub-section 10, the policy talks about the importance

of language. It says: "government appreciates the importance of

language as a means of promoting social interaction and national

cohesion and preserving cultures. Thus every child shall learn the

language of the immediate environment.

Furthermore, in the interest of national unity it is expedient that

every child shall be required to learn one of the three Nigerian

languages, Hausa, Igbo and Yoruba. For smooth interaction with our

neighbours it is desirable for every Nigerian to speak French.

Accordingly, French shall be the second official language in Nigeria and

it shall be compulsory in schools."

39
 Forty years after the enactment of the policy, French is taught in

few public/private primary and secondary schools. Many Nigerian

schools have no French teacher.

Policy on Teachers’ Registration Council

The National Policy on Education in Section 9 subsection 79

suggested that there should be Teachers Registration Council. Between

1977 and 1993 nothing was done to establish the Teachers Registration

Council. In 1993 Decree 31 established the council. For another six

years nothing was done to implement the provisions of the decree until

1999 when the first Registrar and Chief Executive of the Council was

appointed. To date, only few teachers have been registered while many

still do not know of its existence.

Frequent Changes in Policies

Politics and frequent changes in government tend to negatively

affect the implementation of the National Policy on Education.

Professor Ajayi, one time Provost of Federal College of Education (FCE)

Osiele, Ogun State in Nigeria made this observation:

40
 "Within the eight years (1991-1999) that I served as Provost, the

nation passed through five different regimes (Babangida till 1993,

Shonekan for less than four months in 1993, Abacha 1993-1998,

Abubakar 1998-1999, Obasanjo 1999-2007). Within this period I

had to operate under eight Ministers of Education. The same thing

happened at the state level.

Each of the Presidents, Ministers, Governors and Commissioners

had their own different conceptions and policies on education that they

tried to implement during their tenure. With such instability in the

system of governance, coupled with constant changes in "Ministers of"

“Ministers for” and "commissioners for," one should not be surprised at

the level of the crises the nation's education system has witnessed over

the years and the inconsistency and often contradictory nature of the

educational policies and practices. It’s one step forward and two steps

backward".

2.6 Nature of Secondary Education in Kogi State

In 1991, two states were sliced and fused into an administrative

that formed part of the nine states created by the defunct military

government of General Ibrahim B. Babangida. The six local government

41
areas of the then Benue state comprising Ankpa, Bassa, Dekina, Idah,

Ofu and Olamaboro and five local government areas of the Old Kwara

state comprising Oyi, Okene, Okehi, Yagba and Kogi were snapped into

a Kogi state to answer to the demand for a state of their own to foster

accelerated development.

The state is structured into 21 local government areas, which

comprises of three major ethnic groups, that is, the Okun (Yoruba),

Igala, Ebira with other minor groups of Bassa-Komo, Bassa-Nge,

Kakanda, Kupa, Ogori-Mangogo, Oworo, Gwari and others. By virtue of

their locations in their previous host states, these two sub-divisions

were alien to the development culture taken root in the state capitals

and their adjoining communities. They had no roads. Accessing some

communities in these parts of their previous states was an unpleasant

adventure. What passed for roads in some areas were paths or track

beaten through forest and gorges snake to human habitation. They had

no water durable enough to satisfy their daily domestic needs. In most

cases, they depended on such impure sources of water supply as ponds,

streams, books and rivers, which are in certain instances located at

distressing distances.

42
 Diseases, epidemics, maternal and infant mortality, poor dieting,

malnutrition, evident poverty and misery raided the people with

impurity and inflicted heavy causalities on them. Their life was

sustained on subsistence agriculture since they depended on crude

implements and crude labour for farming. Their children had no decent

environment to learn in. tree shades pass for classroom and wooden

bars staked in fork sticks served as benches. In some case bare floor

was enough comfort for the buttocks of lads and lasses receiving

instruments for their progress in life. There is no aspect of living that

was not assaulted by the neglect inflicted on people of the area that

now forms Kogi state by the government of the previous Benue and

Kwara state. Kogi state was created with the hope that its government

would address these crises of living squarely and halt the assault of

underdevelopment against the people of the state. Somehow, this hope

has had a slouch and sloppy realization.

The government that started the stake and the succeeding ones

that built on what foundation it laid kept the people wondering what

difference it made to be in a certain respect. Their story had not

changed. Their fortune had not changed. Roads remain the footpaths or

43
tracks that they were. A few attempts made at road development did

not depart from the known norm: pick some streets in the state capital

for surface dressing, award contract for a given number of roads in

communities noted for high votes generation and allow media

propaganda stunts to complete or do the projects.

Deceit came in again. Neglect resumed its form. Theft set in, a

short while, Kogi state became a plunder land. The military came for a

sweep. The politicians came for scooping. Civil servants provided the

switching background, and the ordinary Kogians looked on helpless

and bewildered. For lack of any programme of development for the

people, actors of government threw baits of dissension and strife to the

people, armed the youths with guns, put the young girls through on the

violation orientation and pitched the ethnic groups against each other

(Stewardship for the peace and development of Kogi state, May, 2010

vol. I No 5).

Public Policy and Education Planning in Kogi State Kogi state has

been operating alongside with the federal government policy on

education since its creation in 1991. The two major policies on

education in the state are the 6 3 3 4 system of education and the

44
Universal Basic Education (UBE) scheme. Other minor policies are:

tertiary institution policy, deboarding policy, employment policy and

admission policy. 3.2.1 6 3 3 4 System of Education A critical

examination of the type of education in Nigeria before and after

independence shows that this education was inadequate and

unsatisfactory to the nation’s yearnings and aspirations. In the opinion

of many scholars like Nduka, (1964), Fafunwa (1982), Obayan (1982),

the education was parochial, elitist, regurgitate and irresponsive to the

need and aspirations of the Nigerian society.

In a bid to check this abnormality, therefore, the then Federal

Government of Nigeria adopted education as an instrument per

excellence for effecting national development. Thus it is stated;

Education goals in terms of its relevance to the need of the individual as

well as in terms of the kind of society desired in relation to the

environment and realities of the modern world and rapid social

changes should be clearly set out (National Policy on Education, F.R.N.

1981). The then Federal Government therefore made efforts to find the

type of education best suited to Nigeria‟s development, hence the

identification of “6-3-3-4 system of education”.

45
 According to Omolewa (2016), the history of 6-3-3-4 system of

education dated back to 8th September, 1969 during the (International

Literacy Day) when the Federal Commissioner for Education, Mr.

Wenike Briggs inaugurated a conference which formulated the ideas

leading to the 6-3-3-4 programme. Omolewa (2016), stated that, the

programme was conceived as an instrument of national unity, it was

designed to inject functionality into the Nigerian school system. The 6-

3-3-4 was fashioned to produce graduates who would be able to make

use of their hands, the head and the heart. When it was finally

introduced in 1982, there had been inputs by various sectors of

Nigerian professional community. Then the 6-3-3-4 system of

education was seen as a laudable programme capable of ushering in an

educational revolution in Nigeria; hence step in the right direction,

towards the technological development of the nation. However the

current situation on ground is far from this ideal. This system seems to

be suffering from poor and shoddy implementation. 6-3-3-4 system of

education enables the recipient of the education to spend six years in

the primary school, three years in the senior secondary school, and four

years in the tertiary institutions. In these stages, we have primary

schools, secondary schools, and tertiary institutions such as colleges of

46
education, polytechnics and universities respectively. Primary

education as regards the 6-3-3-4 system of education is the elementary

type of education for children between ages of 6 to 11 years. This is the

foundation of education upon which all others are built. It therefore

determines the success or failure of the whole system. While junior and

senior secondary schools are simply called secondary school where

secondary education is received. That is the form of education children

receive after primary education and before the tertiary education

(National Policy on Education, 1981, p.16). The broad aims of

secondary education within the overall Nigerian education policy are:

a) Preparation for useful living within the society and

b) Preparation for higher education.

The 6-3-3-4 system of education is functional education which

enables its recipients to function economically, socially, morally,

intellectually and politically. This education system in itself is a

conscious effort at matching and merging academic and vocational

education programmes. The 6-3-3-4 system of education in Nigeria is

job oriented. It places premium and manual activities, technical

proficiency, and respect for dignity of labour and economic efficiency. It

47
is to provide the child with basic tools to prepare him for local craft. At

secondary stage, emphasis is to minimize unemployment and produced

skilled manpower, in science and technology. In brief, it is to make

individual capable economically and socially. 3.2.2 Universal Basic

Education (UBE) Scheme The Universal Basic Education (UBE) scheme

is an education programme aimed at eradicating illiteracy, ignorance

and poverty. It is in compliance with the Declaration of the World

Conference on Education for All (WCEFA) which was made in Jomtiem,

Thailand in 1990, and bating clearly in Article 1 of the constitution of

the Federal Republic of Nigeria that, every person-child, youth or adult

shall be able to benefit from educational opportunities designed to

meet their basic needs. This declaration was reaffirmed at the World

Summit for Children also held in 1990, which stated that all children

should have access to basic education by the year 2000.

The World Summit for Children placed a lot of emphasis on

raising the levels of female literacy. In a bid to achieve education goals,

the Dakar World Education Forum was held as a follow-up meeting to

the WCEFA where new sets of goals were set to be attained by the year

2015. The goals include:

48
1. Expanding and improving comprehensive early childhood care and

education, especially for the most vulnerable and disadvantaged

children;

2. Ensuring that all children, with special emphasis on girls, children

difficult circumstances and from ethnic minorities have access to

and complete free and compulsory primary education of good

quality.

3. Ensuring that the learning needs of all young people and adults are

met through equitable access to appropriate learning and life skills

programmes.

4. Achieving in 50 percent improvement in levels of adult literacy by

2015, especially for women, and equitable access to basic and

continuing education for all adults.

5. Eliminating gender disparities in primary and secondary education

by 2005, and achieving gender equality in education by 2015, with a

focus on ensuring girl full and equal access to and achievement in

basic education of good quality.

6. Improving all aspects of the quality of education, and ensuring

excellence for all, so that recognized and reasonable learning

outcomes are achieved, especially in literacy, numeracy and

49
essential life skills. Similarly, the Millennium Development Goals

(MDGs) adopted in September 2000 at the United Nations

Millennium Declaration, has two of the eight goals devoted to

education. They are 2 (to achieve universal primary education) and

goal 3 (to promote gender equality and empower women).

Basic education means the type of education, in quality and

content, that is given in the first level of education. Basic education

was equated with six years of primary schooling in the past.

Currently, basic education is extended to include the three years of

junior secondary school. Universal Basic Education (UBE) is

conceived to embrace formal education up to age 15, as well as adult

and non-formal education including education of the marginalized

groups within the Nigerian society. It is a policy reform measure of

the Federal Government of Nigeria, that is in line with the state

objectives of the 1999 constitution which states in section 18 that---

Government shall eradicate illiteracy: to this end, government shall

as and when practicable provide a free and compulsory universal

primary education, and free adult literacy programmes. According to

the Universal Basic Education (UBE) (2004), the objectives of the

programme among others include:

50
 Developing in the entire citizenry a strong consciousness for

education and a strong commitment to its vigorous promotion;

 The provision of free, universal basic education for every Nigerian

child of school-going age; reducing drastically the incidence of drop-

out from the formal school system (through improved relevance,

quality and efficiency);

 Ensuring the acquisition of appropriate levels of literacy, numeracy,

manipulative, communicative and life skills, as well as ethical, moral

and civic values needed for laying a solid foundation for life-long

learning.

Universal Basic Education (UBE), now secondary education

was formally launched by President Olusegun Obasanjo on 30th

September 1999. The UBE programme is intended to be universal

free and compulsory. According to the implementation guidelines for

the Universal Basic Education programme published by the Federal

Ministry of Education Abuja, in February, 2000, due attention would

be given to public enlightenment and social mobilization. The

document also states that teachers will always be an integral part of

the process of conceptualization, planning and executing.

51
2.7 Effort of Ministry of Education in enhancing Quality Secondary

Education

The Federal Ministry of Education has the overall responsibility of

formulating national policies and guidelines for the standardization of

education at all levels in Nigeria. This is enshrined in various statutory

instruments, principally, the Constitution of the Federal Republic of

Nigeria, 1999 (as amended).

The Federal Ministry of Education is in charge of the activities of

the sector in Nigeria. It comprises: 14 departments, 3 units, 21

parastatals, states and zonal Quality Assurance Offices, State Federal

Scholarship Board, Tertiary Institutions (Universities, Polytechnics,

Monotechnics and Colleges of Education) as well as the Federal

Government Colleges (FGCs).

At the helm of affairs of the Ministry, is the Honourable Minister

of Education and the Honourable Minister of State for Education. While

the Permanent Secretary is the Accounting Officer of the Ministry, the

Directors are responsible for the day-to-day running of the activities of

their departments and servicing units.

52
 In accordance with the approved Mandate of Ministries,

Departments and Agencies (MDAs) by the Federal Executive Council

(FEC), the Vision, Mission and Mandate of the Ministry of Education in

enhancing quality secondary education are as detailed below:

i. To provide universal and equal access to quality basic and secondary

education to ensure self-reliance, preparedness for further education,

good citizenship and effective participation in democratic governance.

ii. To provide the enabling structures and build capacity for efficient and

effective implementation, monitoring and evaluation of the National

Policy on Education at the Basic and Secondary sub-sectors.

iii. Initiates and formulates policies for basic and secondary education.

iv. Sets standards and provides operational guidelines for the

establishment of schools.

v. Ensures teacher quality.

vi. Monitors curriculum delivery in basic and secondary schools.

vii. Oversees the management of the 104 Federal Government Colleges

(FGCs).

53
viii. Formulates, plans, implements and co-ordinates policies, programmes

and activities for Early Childhood Care Development and Education

(ECCDE).

ix. Addresses the Almajiri Syndrome in collaboration with UBEC.

x. Monitors/supervises the conduct of the National Common Entrance

Examinations in collaboration with NECO.

xi. Collaborates with the states and FCT to ensure uniformity and

standardization in the conduct of Basic Education Certificate

Examinations (BECE) nationwide.

xii. Monitors BECE nationwide in collaboration with State Education

Resource Centres.

xiii. Works with states, NGOs and International Development Partners on

issues concerning Gender Education (girls/women/boys).

xiv. Provides functional literacy and continuing education for adult and

youths who never had the advantage of formal education or who did

not complete their primary education.

xv. Promotes multilingual education - foreign and Nigerian languages.

xvi. Co-ordinates the Nigerian - French Language Project.

xvii. Formulates, co-ordinates, supervises and implements all policies and

programmes targeted at the education of children with special needs

54
 including the physically challenged, visually/hearing impaired, albinos,

gifted and children with autism and Down syndrome, etc.

xviii. Exercises oversight functions on FME Parastatals including UBEC,

NMEC, NCNE, and examination bodies such as WAEC, NABTEB, NECO

and the proposed National Board for Arabic and Islamic Studies

(NBAIS) which is currently under the supervision of the department.

xix. Maintains and runs a language clinic for the teaching and learning of

Nigerian languages (Hausa, Yoruba and Igbo).

2.8 Problems Associated with Government Educational Programmes

towards the Implementation on Quality Secondary Education in
Nigeria
Effort has been made to develop education in Nigeria since

independence in 1960. Various policies in the interest of education

have been formulate, some of which have been presented in this paper,

unfortunately, these effort have not produced the desired effort. The

state of education in Nigeria is still deplorable. It is also bad that some

resourceful Nigerians prefers to send their children to Europe, America

and even small African countries as against over sixty (60) universities

in Nigeria that lack adequate learning facilities for the purpose of

eradicating illiteracy.

55
 According at Hodges (2001); a part from the general problem of

policy implementation common to most countries, especially those of

the third world, some factor have been identified as peculiar to Nigeria

and inhibiting her educational growth. It is no longer new that Nigeria

is the giant of Africa in-term of resourcefulness as a major oil and gas

producer. Ironically, most Nigerian live below the poverty line on dollar

per day, the following reason, among others, account for this deplorable

situation.

 Lack of Political Will: Ordinarily, Nigerian leaders would want the

country to stand out best in everything including education. However,

political will has been lacking. This is as a result of instability of

government or lack of continuity. Between 1960 and 2017 the country

has had several governments out of which only five were

democratically elected. Other came through military groups. This

shows that most Nigerian leader have never had time to draw up plans

of action before the drafted themselves or were drafted into leadership

and therefore have been il-prepared for nay development efforts

whether in education or other spheres. Most off their action were not

patriotic but for personal aggrandizement. This had leads to the

56
 problem affecting the government in terms of implementing its policies

toward the eradication of its educational policies. Educational policies

were formulated by various governments but political instability

stalled or discouraged the political will or implements such policies. As

now government came in quick succession and with relative

uncertainty. Continuity in policies could not be guaranteed. Every

political player was in a hurry to help himself before he was displaced

by another group. This has affected education policy implementation

toward the eradication of illiteracy in Nigeria.

 Corruption: If anything has contributed greatly to the stagnation of

corporate development of Nigeria, it is the virus called ‘corruption’ it is

found in all aspects of human endeavour in Nigeria. Its prominence in

Nigeria has earned our nation a place of negative prominence in the

world.

Adesina (2004) noted: that the 2004 corruption perception index,

released by transparency international (TI), the watchdog on global

corruption, remark Nigeria as the third most corrupt country in the

world. In 2003, the organization remarked Nigeria as the second a one

57
 step improvement for the previous position as the most corrupt

country in the world.

Corruption has contributed to stagnate the development of

education in Nigeria. Some good educational policy has been put in

place. An example is the Nigerian national policy on education already

discussed. The designer of the policy, form all intermits and purpose

were quite visionary. The objectives of most policies in Nigeria are offer

departed at the implementation stage due to a number of reasons

according to Okoroma (2001).

1. The budget for the implementation of the policies are often passed by

lawmakers with strings attached to them.

2. Even when the budges are passed the executive arms of the

government is often reluctant to release the funds to facilitate the

implementation.

3. The inadequate funds often released to the operators of the education

system (primary, secondary school and tertiary institution) are not

honesty and trusty utilized to promoted the cause of education. Many

corruptly and truly utilized to promote the cause of education. Many

corruptly divert much of the available education resource to serve

58
 personal interest, Aghenta (2004) support theses observation with the

following assertion.

4. The money available is never carefully used money the government

votes for running the schools does not get to the school and little that

get there is normally wasted by those whose responsibility is to

manage the school

 Since the re-establishment of democracy in Nigeria 1999, the state

education has further deteriorated. The UNESCO standard of education

for all nations of the world is 26% of eh national budge. During the era

of dictatorship (military government) in Nigeria education received as

much as 13%. But the present democratic government in Nigeria has

fallen short of this for example in 2001, it allocated 8% to education, in

2004 the federal government provision for education was dismal 5.6%

of eh budget and presently in 2018 the budget only 3.5% is allocated to

the education sector.

The issue of corruption in education become more prominent in

2005 when president Olusegun Obasanjo made a broadcast to the

national alleging that some members of the national assembly demand

and collected N55 million from professor Fabian Osudi ( the former

59
minister of education). The senate president and five other senators

were involved in the deal. According to president Obasanjo the purpose

of the bribe was to enable the National Assembly to approve an

enhanced budget for the ministry of education (Obasanjo 2005). All the

facts available show that the refusal to accede to such bribery demand

meant doom for the education sector for the year, it is rather

unfortunate that senator who is senior citizen expectedly demanded an

inducement before they would approve those Nigerian children should

go to school. Adigbite, (2005) confirmed that Nigeria children should go

to school without the necessary facilities then how can they learn. This

school will equally produce illiterate’s students. Oswil(2005) also state

that bribing to the national assembly is a normal practice and that

every mister does it. Who was involved in the corruption scandal,

admitted having given N55 million to the senate committee on

education but said that it was a public relation gift and not a bribe.

According to him, other minister does the same to have their budges

passed in line with the proposal. This implies that such practice must

have been going on over the past six years of democracy in Nigeria to

the detriment of educational development. No doubt these unfortunate

60
 and corrupt practices affect the implementation as they occur at the

various state of program execution. (Esiogu, 2005).

2.9 The Possible Solution of the problem the Implementation on

Quality Secondary Education in Nigeria

The possible solutions to the problems of implementation on

Quality Secondary Education in Nigeria according to Okoroma (2011)

are discussed below:

1. The government of Nigeria should try in as much as to implements

their educational policies. It have been confirmed that Nigeria policies

on implementation on Quality Secondary Education in Nigeria are

good but poor implementation constitutes the problem.

2. All the corrupt practice by the various arms of the government during

the process of implementation should be stop. This will enable the

problems of implanting it to reduce to the bearest minim.

3. Free Education: The provision of free education in secondary school

and colleges by the government can play a major role in reducing the

level of quality secondary education in the country by getting more

people to school. Since some people fail to attend school due to lack of

money to pay for the fees offering free education can increase the

61
 number of people attending school and subsequently reduce illiteracy

levels within a society.

4. Awareness: Creating awareness about the importance of education

can help people understand why they need to go to secondary schools

as this contribute mainly on the foundation. Non-governmental

organizations, government agencies and other concerned practices

should put in place deliberate measures to create awareness in the

society and reduce the number of people who are unable to read and

write.

5. Grants: Offering grants, subsidies and scholarship can reduce the

financial burden that parents and student bears in paying for

education, it would make it possible for student to learn without

interrupting their education due to lack of school fees. Parents would

also channel the money that would have been raised to pay for school

fees toward other income grating projects. The cost of financing

education and prove to be too high especially for those who live in

poverty.

6. Digitization: Sine we live in the age of technology and information

creating digital plat forms for reading and learning can help reduce

illiteracy in the society. It can also help take care of the challenge of

62
 shortage of education facilities. Digital libraries can provide the good

plat form for those who live far away from urban centres to expand

their knowledge base and become more informed and lastly.

7. Lowering of the Educational Cost: Even through education have its

rewards it is very costly to finance many graduates usually leave

school with huge debts in the form of student loans. It makes saving

and investment difficult the cost of university education has been key

political and social issue in many nation by lowering the cost of

education, the government can make it easier for people to study up

to the highest level possible.

CHAPTER THREE

METHODOLOGY

3.1 Research Design

63
 The researchers adopted the survey research design for the

purpose of this study. This is a type of research in which the entire

population is studied from a few sample selected. Instruments such as

the questionnaire, interview or observation are used to elicit data

required for the study. Samples of the respondents are picked at

random using simple random stratified random, quota, cluster or other

sampling techniques.

3.2 Area of the Study

This research work covers Kogi State Ministry of Education,

Lokoja which is the case study for eliciting information on the Impact of

Educational Policy Implementation on Quality Secondary Education in

Kogi State.

3.3 Population of the Study

The population of this study is the population of the employees of

Kogi State Ministry of Education, Lokoja which stood at four hundred

and ten (410) as at the year 2021.

3.4 Sample and Sampling Technique

64
 In the selection of the sample of this study, the sampling

technique used by the researcher was simple random sampling. The

simple random sampling is one in which all the members of the

research population stand an equal chance of being included in the

research sample. The sample size sought or required is selected at

random elements of the research population. This is a technique that is

widely acclaimed to be objective. There are no preferences and findings

are highly authentic, reliable and acceptable.

The sample population of this study selected through simple

random sampling technique is One Hundred and Thirty (130)

respondents which are employees of Kogi State Ministry of Education,

Lokoja.

3.5 Instrument for Data Collection

In the cause of carrying out this research work the main

instrument of measurement used is questionnaire, observation,

interview and the secondary source.

3.5.1 Questionnaire

65
 The questionnaire is one of the instruments of measurement used

in the collection of data. It is very cheap in term of money and time, and

also have a wide coverage of respondents and easy to understand and

they are arranged in a sequential order.

One Hundred and Thirty (130) questionnaires were administered

to the employees of Kogi State Ministry of Education, Lokoja and only

One hundred and Ten (110) were filled correctly and carefully analyzed

using table frequencies and percentage responses from the

respondents.

3.5.2 Observation and Interview

Due to some difficulties I comprehend with the questionnaire the

observation and interview was also used as a questionnaire. This is

because not all respondent can avail information through the

questionnaire appearing most to be clear or ambiguous to the

respondent. The observation and interview makes such information

apparent.

3.5.3 Primary Source

66
 These are materials of statistical investigation which were

collected by the research for a particular purpose. They can be obtained

through a survey, observation questionnaire or as experiment; the

researcher has adopted the questionnaire method for this study.

3.5.4 Secondary Source

Secondary use of relevant materials and the work of other Author

were also used in order to generate more information relating to this

research work, and also the Polytechnic library was used in the

collection of the secondary data, journals were also consulted and some

of the project work on related topic was consulted as well.

3.6 Validation of Instrument

The validity and reliability of any research work is very necessary

in the project. According to Sarandakos in Agbunu (2006), Validity of

instrument is the ability to make findings that are in agreement with

theoretical or conceptual valves.

In other words validity of the research to measure that is

suppressed to be the level of constituency of the measuring instrument.

Validation of the questionnaire instrument was conducted by the

67
 researchers within the Kogi State Ministry of Education, Lokoja with a

test administration of about ten (10) questionnaire instruments to

enable the researchers examine and ascertain effectiveness of the

questionnaire. Response was satisfactory and it was understandable

and easy to complete for the respondents. The main instruments

designed for the study were afterwards administered.

3.7 Reliability of Instrument

The researchers were able to determine full reliability of the

questionnaire following a successful validation process. The reactions

and responses of test respondents affirmed the simplicity, clarity and

ease of comprehending the instrument. The cost of creating and

administering is so minimal and affordable. Respondents readily

identified with the subject matter as stated on it and felt comfortable

participating because it is confidential and their personal information is

not at risk.

3.8 Method of Data Analysis

The percentage and ratio analysis for descriptive research was

adopted for data analysis. In this case the respondents’ variables or

options were rated on percentage basis (%). The higher the percentage

68
of an option indicated the higher the acceptance ratio or adoption by

the respondents poled. Percentages describe the frequency of an

attribute in relation to the total number of attribute. Percentages are

the simples of all the statistical method used in the analysis of data. The

researchers used percentage to make a general statement about a part

of a sample compared to the whole sample.

No. of Response x 100

Total No. of Respondents

CHAPTER FOUR

69
 DATA PRESENTATION AND ANALYSIS

4.1 Data Presentation and Analysis

According to Toluhi (2015) data presentation is the demonstration of

data in its raw form, while its analysis concerned with the processing the
presented data in a quantitative and qualitative form. Analysis of data can be
viewed as that researcher to extract information from data that was not
apparently available and which would enable a summary of description of
the subject under study.

This chapter is concerned with the interpretation and analysis of data

collected in the research process. This chapter entails presentation, analysis
and interpretation of data. Data retrieved through the administration of
questionnaire are presented with the aid of frequency count and analysis of
data is carried out by using simple percentage method of 100%
mathematically and the result thereof is interpreted in a readable and
understandable manner.

The analysis of data in this section is carried out in two phase, first
phase deals with the demographic characteristics of respondents while
second phase deals with the research questionnaire on the impact of
educational policies on eradication of illiteracy in Nigeria using Kogi State
Ministry of Education, Lokoja as the case study.

One Hundred and Thirty (130) questionnaires were administered to

the employees of Kogi State Ministry of Education, Lokoja and only One
hundred and ten (110) were filled correctly and carefully analyzed using
table frequencies and percentage responses from the respondents.

SECTION A: Personal Data

70
Table 4.1.1: Sex Distribution of Respondents

Options No of Respondents Percentages (%)

Male 80 72.7
Female 30 27.3
Total 110 100
Source: Field Survey, 2021

The table 4.1.1. above shows that (80) respondents representing 72.7% are
males, while (30) respondents representing 27.3% of the remaining
population are females.

Table 4.1.2. Level of Staff

Staff level No of Respondents Percentages (%)

Junior staff 60 50.00
Senior staff 40 33.33
Management staff 20 16.67
Total 110 100
Source: Field Survey, 2021

The table 4.1.2 above shows that (60) respondents representing 50%
respondents representing 50% of the population are junior staff, while (40)
respondents representing 33.33% are senior staff, and the remaining (20)
respondents representing 16.67% are the management staff of the ministry.

Table 4.1.3: Marital Status

Status No of Respondents Percentages (%)

Married 78 65.00
Single 40 33.33
Divorced 2 1.67

71
 Total 110 100
Source: Field Survey, 2021

The table 4.1.3 above shows that (78) respondents representing 65%
respondents representing 50% of the population are married, while (40)
respondents representing 33.33% are senior staff, and the remaining (2)
respondents representing 1.67% are divorced.

Table 4.1.4.: Age Distribution of Respondents

Age groups No of Respondents Percentages (%)

18-30 years 20 16.67
31-40 years 35 33.33
41-50 years 45 41.67
Above 50 years 10 8.37
Totals 110 100
Source: Field Survey, 2021

Table 4.1.4 above shows that (20) respondents representing 16.67% are
within the age bracket (18-30)years, (35) respondents representing 16.67%
are within the age bracket (31-40) years, while (45) respondents
representing 41.67% are within the age bracket (41-50)years, and the
remaining (10) respondents representing 8.37% are above 50 years of age.

Section B – Answers to Research Questions

Table 4.1.6: Do you agree that educational policies have an impact on the
level of Educational Development in Kogi State?

Options No of Respondents Percentages (%)

Agreed 70 66.67
Disagreed 24 20.00
undecided 16 13.33
Total 110 100
Source: Field Survey, 2021

72
The table 4.1.6 above shows that (70) respondents representing 66.67%
agreed that educational policies have an impact on the level of quality
secondary educational development in Kogi State, while (24) respondents
representing 20% disagreed with the statement, and the remaining (19)
respondents representing 13.33% were undecided about the fact required.

Table 4.1.7: Do you agree that Nigeria has effective Education

Educational policy?

Policies options No of Respondents Percentages (%)

Agreed 80 75.00
Disagreed 20 16.67
Undecided 10 8.33
Total 110 100
Source: Field Survey, 2021

Table 4.1.7 above (80) respondents representing 75% of the entire

population agreed that that Nigeria has effective education educational
policy in the country, while (20) respondents representing 16.67% said it
does not, and therefore disagreed, and the remaining (10) respondents
representing 8.33% were undecided about the fact required.

Table 4.1.8: Do you agree that the educational policies in Nigeria are
fully implemented ?

Options No of Respondents Percentages (%)

Agreed 10 8.33
Disagreed 95 87.50
undecided 5 4.17
Total 110 100
Source: Field Survey, 2021

Table 4.8 above shows that (10) respondents representing 8.33% agreed
that educational policies in Nigeria are fully implement, while (95)
respondents representing 87.50% disagreed with the statement , and the

73
remaining (5) respondents representing 4.17% were undecided about the
fact required.

Table 4.1.9: Educational policies in Nigeria are capable of Eradicating

Poor Quality in the Secondary Educational System of Kogi state

Options No of Respondents Percentages (%)

Agreed 60 50.00
Disagreed 40 33.33
Undecided 10 16.67
Total 110 100
Source: Field Survey, 2021

Table 4.1.10 above shows that (60) respondents representing 50% agreed
that educational policies in Nigeria are capable of eradicating poor quality in
the secondary educational system in Kogi State, while (40) respondents
representing (33.33)% disagreed with the statement , and the remaining
(10) respondents representing 16.67% were undecided about the fact
required.

Table 4.1.10: Do you agree that there are some factors militating
against the Educational Policy Implementation on Quality Secondary
Education in Kogi State.

Options No of Respondents Percentages (%)

Agreed 55 54.17
Disagreed 50 41.67
undecided 5 4.16
Total 110 100
Source: Field Survey, 2021

Table 4.9 above shows that (65) respondents representing 54.17% have
agreed that there are some factors militating against Educational Policy
Implementation on Quality Secondary Education in Kogi State, while (50)
respondents representing 41.67% disagreed with the statement , and the

74
remaining (5) respondents representing 4.16% were undecided about the
fact required.

Table 4.1.11: Do you agree that the educational achievements are line
with the educational policies in Kogi State?

Options No of Respondents Percentages (%)

Agreed 68 65.00
Disagreed 40 33.33
Undecided 2 1.67
Total 110 100
Source: Field Survey, 2021

Table 4.1.11 above shows that (78) respondents representing 65.00%

agreed that educational policies in Nigeria are in line with the educational
policies in Kogi State, while (40) respondents representing (33.33)%
disagreed, and the remaining (2) respondents representing 1.67% were
undecided about the fact required.

Table 4.12: There are factors that have constrained the

implementation of Quality Secondary Education Policy in Kogi State

Options No of Respondents Percentages (%)

Agreed 80 75.00
Disagreed 20 16.67
undecided 10 8.33
Total 110 100
Source: Field Survey, 2021

Table 4.12 above shows that (80) respondents representing 75% of the
entire population agreed that there are some factors that have constrained
the implementation of quality secondary education policy difficult in Kogi
State, while (20) respondents representing 16.67% disagreed with the
statement , and the remaining (10) respondents representing 8.33% were
undecided about the fact required.

75
Table 4.13: Poor implementation of educational policy in Kogi State has
resulted into poor growth of National Development

Options No of Respondents Percentages (%)

Agreed 70 66.67
Disagreed 24 20.00
Undecided 16 13.33
Total 110 100
Source: Field Survey, 2021

Table 4.1.13 above shows that (80) respondents representing 66.67%

agreed that poor implementation of educational policies in Kogi State has
resulted into poor growth of national development, while (24) respondents
representing 20%disagreed, and the remaining (16) respondents
representing 13.33% were undecided about the fact required.

Table 4.1.14: Do you agree that poor Quality Secondary Education

affects the Socio-Economic situation of the country?

Options No of Respondents Percentages (%)

Agreed 95 87.50
Disagreed 10 8.33
Undecided 5 4.17
Total 110 100
Source: Field Survey, 2021

Table 4.14 above shows that (95) respondents representing 87.50% agreed
that poor Quality Secondary Education affects socio-economic situation of
the country, while (10) respondents representing 8.33% disagreed with the
statement and the remaining (5) respondents representing 4.17% were
undecided about the facts required.

Table 4.1.15: Do you agree that illiteracy in Nigeria have been reduced
through various Secondary Educational Policy?

Options No of Respondents Percentages (%)

76
 Agreed 60 54.17
Disagreed 45 41.67
Undecided 5 4.16
Total 110 100
Source: Field Survey, 2021

Table 4.1.15 above shows that (60) respondents representing 54.17%

agreed that, illiteracy in Nigeria have been reduced through various
secondary educational policy, while (45) respondents representing 41.67%
disagreed, and the remaining (5) respondents representing 4.16% were
undecided about the facts required.

4.3 Discussions of Findings

Based on the data presentation and analysis the following findings were
discovered:

It have been discovered that educational policies have an impact on

the level of educational development in Kogi State , this can be seen in table
4.6 as (80) respondents representing 66.67% 0f the entire population
agreed with this content.

Also it is discovered that Nigeria have effective educational policies,

this can be confirmed on table 4.7 as (90) respondents representing 75% of
the entire population agreed with this statement, but the implementation of
quality secondary education policy are often interrupted as a result of poor
planning.

It is equally discovered that insufficient funds affects the

implementation of the educational policies in Nigeria. It is a problem that
have been reoccurring in almost every implementation study that has been
carried out. The importance of funds for carrying out any activity need not
be over emphasized.

77
 Again it is equally discovered that lack of political will at ball level and
corruption at levels hindered the implementation of educational policies in
Nigeria and lastly.

It is equally discovered that various educational programmes for the

purpose of eradicating poor quality secondary education policy does not
succeed in Kogi State.

78
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

From the research carried out so far, poor quality secondary

education have a negative impact on the socio-economic development of the
country and that is the main reasons why its need to be eradicated
completely in Nigeria. A lot of plan have been done to eradicate it in Nigeria
but a lot of factors militate against it.

Some of this factor includes insufficient funds. The funds allocate to

the educational sector are not enough, therefore the policies will not be
implemented fully as it is been planned, also the little that has been provided
by the government for the implementation are being diverted for personal
use by the corrupt officers in place of such implementation. Equally there is
a problem of lack of continuity in Nigeria. Most of the political class in the
country always come with different ideas which normally disrupts the
implementation of certain policies been laid down by the out gone political
class. All these factors mentioned above affects the implementation of
educational policies in Nigeria towards the eradication of poor quality
secondary education in Kogi State.

5.2 Conclusion

From the literature review, the researcher conclude that, the

implementation of educational policy on quality secondary education in Kogi
79
 State are constrained by the following factors. Most educational policies are
well focused but the planning is often defective making implementation
difficult.

Resources available for the implementation of a give educational

policy are often over estimated and thereby elicit unrealistic expectations
that fail to materialize. Since educational policies are usually translated into
plans before implementation, studies have shown that the costs of
implementation of such plans have often been under estimated. Most
educational policies have become stalked at the planning stage.

Insufficient of funds for implementation of educational policies

towards the eradication of policies in Nigeria is a problem that has
reoccurred in almost every implementation study that has been carried out.
The importance of funds for carrying out any activity need not to be
overstated. Government lack political will for effective implementations.
Corruption at all levels hinders the implementation of educational policies
and programmes.

5.3 Recommendations
There is an urgent need for a workable educational policy for the
purpose of eradicating poor secondary education in Kogi State. It is for this
reason that the following recommendations are advanced.
1. The present national educational policy should be disbanded on account of
its non-workability.
2. An indigenous system of education fashioned after the model operated by
Asian countries should be adopted. Ideas that are alien to the culture of
Nigeria should be avoided because they are bound to fail.
3. Education should be removed from the sphere of politics. It should be made
purely a constitutional matter, but not as provided by the 1999 constitution

80
 which allows escape rates for political leaders. When the constitution states
that government shall as and when practicable provide free education at
different level the right to education has been denied the citizens and
political leaders may be non-committed as the provision of education
becomes a discrefornary matter.
4. The entrenchment of education as a non-negotiable right of every citizen in
the constitution would help check corruption in that sector. Corruption is
largely responsible for the failure of national policy on education and other
policies in Kogi State.
5. Management of educational resource at any level should be made a serious
offence attracting a minimum of five years imprisonment. This should be
included in the next constitution of Nigeria. It is believed that in the presence
of corruption no new system of education can succeed.
6. Nigeria government and leaders should developed the necessary political
will for education to grow and lastly.
7. Every effort should be made to eradicate corruption from all spheres of
Nigeria’s various programmes so that available resource can be initialized
for political interest.

81
 BIBLIOGRAPHY

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teachers in Bostwana, North Carolin; information Age Publishing, inc, pp 145
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Adult Education and Development (2008) No. 71. Adult Literacy Benchmarks.
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Agbenta, J.A (2004). Towards a system approach to the planning of secondary

education in Nigeria, Ile-Ife university of Ife press.
Ake, C. (2008). “Quality education in dwindling economy” lecture delivered on
the occasion of the 11th convocation ceremony of river state college of
education Port Harcourt.
Dawodu, O. (2010). Financing higher education in the Federal Republic of
Nigeria: Development and trends. Retrieved from www.dawodu.com
Egonu, D.U. "Earning a Living With Scraps: An Orientation for School Leavers
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& 2 ,2003.
Egonu, D.U. (2002). Person –To-Person Contact: A strategy for mass
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Egonu, D.U. (2000) "Self Perception of the Non-Reader and Motivational
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Essien, O (200) literacy in the mother tongue. A case study of the problem of
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Essien, O. (2005). Literacy in the mother tongue; a case study of the problems of
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Odukoya, D. (2009) Formulation and Implementation of Educational Policies in
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Okoroma, N S (2001). An evaluation study of the 6,33-4 aspect of national
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Okoroma, N.S (2003); an evaluation of 6,3,3,4 system of the national policy on

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Oyakchilome, .F. (1986). An address presented to the annual convention of the
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Parker, R. (2005); functional health literacy among patient at two public

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Terry, G.R. (2002), principles of management, Illinois: Richard D. irroin. Inc.

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84
 APPENDIX

Department of Public Admin,

Kogi State Polytechnic
P.M.B, 1101
Lokoja
Kogi State

Dear Respondents,

COVERING LETTER TO QUESTIONNAIRES

We are National Diploma II student, a final student of Public

Administration in the named institution.

We are conducting research on the “Impact of Educational Policy on

Implementation on Quality Secondary Education in Kogi State with the

case study of Kogi State Ministry of Education (Headquarter) Lokoja in

Kogi State. The study requires the researcher to ask you some questions to

the success of this research.

Kind help the researcher by completing the questionnaire, any

information given will be treated as confidential and use only for this

research.

Thanks for your co-operation

85
 Yours faithfully,

(Researcher)

APPENDIX II
QUESTIONNAIRE
Bio-Data of the Respondents
Read carefully through the statement and mark the where appropriately in
the box provided and comment on the space where necessary.
1. Sex of Respondent

Male [ ]

Female [ ]

2. Staff Cadre

Junior Staff [ ]

Senior Staff [ ]

Management Staff [ ]

3. Marital Status
Single [ ]
Married [ ]
Divorced [ ]
4. Age Distribution

18-30 years [ ]

31-40 years [ ]

41-50 years [ ]

86
 Above 50 years [ ]

5. Level of Education

WASSE/GCE/SSCE [ ]

NCE/ND [ ]

HND/BSC [ ]

Post Graduate Degree [ ]

SECTION B

In this section three (3) questions alternatives answer are provided for the
purpose of choice please tick your choice out of the alternatives.
N.B: Agreed, Disagreed, Undecided

Questions:

1. Educational policy have an impact on the level of Quality Secondary

Educational Development in Kogi State

(A) Agreed [ ]

(B) (B) Disagreed [ ]

(C) (C) Undecided [ ]

2. Nigerian has effective educational policies.

(A) Agreed [ ]

(B) Disagreed [ ]

87
 (C) Undecided [ ]

3. The educational policy in Nigeria are fully implemented

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

4. The educational policies in Nigeria are capable of eradicating poor quality

in the secondary education in Kogi State

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

5. There are some factors militating against the educational policy

implementation on quality secondary education in Kogi State.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

6. Are the educational achievement in line with the educational policies in

Kogi State

(A) Agreed [ ]

(B) Disagreed [ ]

88
 (C) Undecided [ ]

7. There are some factors or constraints that have made the Implementation

of Quality Secondary Educational Policies in Kogi State.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

8. There is an implication for poor secondary educational policies in Kogi

State

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

9. There are strategies that can be adopted to ensure better secondary

education policy in Kogi State.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

10. Nigeria has a good plan for their citizen’s education.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

89
11. Various educational policies for the purpose of implementing Quality

Secondary education succeeded in Kogi State.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

12. Does poor Quality in secondary education affects the socio-economic

situation of the country.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

13. The illiteracy levels in Nigeria have been reduced through various

secondary educational policies?

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

14. Illiteracy is very high in the villages and the remote areas of the country

which has affected quality secondary education in kogi state

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

90
15. The National educational policy implementation on quality secondary

education towards the eradication of illiteracy in Kogi State is successful.

(A) Agreed [ ]

(B) Disagreed [ ]

(C) Undecided [ ]

91